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Ortega-Galán ÁM, Ruiz-Fernández MD, Alcaraz-Córdoba A, Gómez-Beltrán PA, Díaz-Morales D, Ortiz-Amo R. Nursing students' perceptions of euthanasia legislation: A qualitative study. Nurse Educ Today 2022; 116:105466. [PMID: 35834867 DOI: 10.1016/j.nedt.2022.105466] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/09/2021] [Revised: 06/19/2022] [Accepted: 07/01/2022] [Indexed: 06/15/2023]
Affiliation(s)
| | - María Dolores Ruiz-Fernández
- Department of Nursing, Physiotherapy, and Medicine, University of Almeria, Almería, Spain; Facultad Ciencias de la Salud, Universidad Autónoma de Chile, Providencia, Chile.
| | - Andrea Alcaraz-Córdoba
- Department of Nursing, Physiotherapy, and Medicine, University of Almeria, Almería, Spain
| | | | | | - Rocío Ortiz-Amo
- Department of Nursing, Physiotherapy, and Medicine, University of Almeria, Almería, Spain
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Kol E, Ince S, Işik RD, Ilaslan E, Mamakli S. The effect of using standardized patients in the Simulated Hospital Environment on first-year nursing students psychomotor skills learning. Nurse Educ Today 2021; 107:105147. [PMID: 34560393 DOI: 10.1016/j.nedt.2021.105147] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/15/2021] [Revised: 09/03/2021] [Accepted: 09/12/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND The aim of this study was to determine the effect of using standardized patients in the Simulated Hospital Environment on first-year nursing students' psychomotor skills. METHODS This semi-experimental study was carried out in the one-group pretest-posttest design. Students performed the psychomotor skills in the Non-Simulated Clinical Skill Laboratory and Simulated Hospital Environment. The skill performances of the students were evaluated with the Objective Structured Clinical Assessment form. At the same time, students' views on both environments were received. RESULTS Students' mean Objective Structured Clinical Assessment score in the Simulated Hospital Environment (69.42 ± 10.94) was significantly higher than their mean score in the Non-Simulated Clinical Skill Laboratory (57.07 ± 10.05) (p < 0.05). The differences in scores were particularly significant in the stages of meeting the patient, performing the procedure in accordance with the steps and ending the procedure. The majority of the students stated that they could not do some applications in the Non-Simulated Clinical Skill Laboratory in a similar way to the hospital clinic (85.9%), and they felt like they were in a real hospital clinic in the Simulated Hospital Environment (100%). CONCLUSIONS The results showed that students developed psychomotor skills more fully in a learning environment designed in a similar way to a real hospital clinic setting.
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Affiliation(s)
- Emine Kol
- Akdeniz University Faculty of Nursing, Turkey.
| | - Serpil Ince
- Akdeniz University Faculty of Nursing, Turkey
| | | | - Emine Ilaslan
- Akdeniz University Faculty of Health Sciences, Turkey
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Farrés-Tarafa M, Bande D, Roldán-Merino J, Hurtado-Pardos B, Biurrun-Garrido A, Molina-Raya L, Raurell-Torredà M, Casas I, Lorenzo-Seva U. Reliability and validity study of the Spanish adaptation of the "Student Satisfaction and Self-Confidence in Learning Scale" (SCLS). PLoS One 2021; 16:e0255188. [PMID: 34297773 PMCID: PMC8301674 DOI: 10.1371/journal.pone.0255188] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Accepted: 07/11/2021] [Indexed: 12/05/2022] Open
Abstract
The European Higher Education Area (EHEA) recommends the use of new educational methodologies and the evaluation of student satisfaction. Different instruments have been developed in Spain to evaluate different aspects such as clinical decisions and teamwork, however no instruments have been found that specifically evaluate student self-confidence and satisfaction during clinical simulation. The aim was to translate the Student Satisfaction and Self-Confidence in Learning Scale (SCLS) questionnaire into Spanish and analyse its reliability and validity and understand the level of satisfaction and self-confidence of nursing students with respect to learning in clinical simulations. The study was carried out in two phases: (1) adaptation of the questionnaire into Spanish. (2) Cross-sectional study in a sample of 489 nursing students. The reliability and exploratory and confirmatory factorial analyses were performed. To analyse the relationship of the scale scores with the socio-demographic variables, the Fisher Student T-test or the ANOVA was used. The scale demonstrated high internal consistency reliability for the total scale and each of its dimensions. Cronbach’s alpha was 0.88 (0.83 to 0.81) for each of the dimensions. The exploratory and confirmatory factor analysis showed that both the one-dimensional and two-dimensional models were acceptable. The results showed average scores above 4 for both dimensions. The SCLS-Spanish translation demonstrated evidence of its validity and reliability for use to understand the level of satisfaction and self-confidence of nursing students in clinical simulation. Clinical simulations help students to increase their levels of confidence and satisfaction, enabling them to face real scenarios in clinical practice.
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Affiliation(s)
- Mariona Farrés-Tarafa
- Campus Docent, Sant Joan de Déu-Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
- Member Research Group GRISIMula (Grupo emergente 2017 SGR 531; Grupo en Recerca Enfermera en Simulación), Barcelona, Spain
- Secretaria Research Group GRISCA (Grupo en Recerca Enfermera en Simulación en Cataluña y Andorra), Barcelona, Spain
| | - David Bande
- Servicio Anestesiología, Reanimación y Tratamiento del dolor, Parc de Salut Mar, Barcelona, Spain
| | - Juan Roldán-Merino
- Campus Docent, Sant Joan de Déu-Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
- Research Group GEIMAC (Consolidated Group 2017-1681: Group of Studies of Invarianza of the Instruments of Measurement and Analysis of Change in the Social and Health Areas), Barcelona, Spain
- Coordinator Research Group GIRISAME (International Researchers Group of Mental Health Nursing Care), Barcelona, Spain
- * E-mail:
| | - Barbara Hurtado-Pardos
- Campus Docent, Sant Joan de Déu-Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
- Member Research Group GRIN (Grupo consolidado de recerca Infermeria, SRG:664), Barcelona, Spain
| | - Ainoa Biurrun-Garrido
- Campus Docent, Sant Joan de Déu-Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
| | - Lorena Molina-Raya
- Campus Docent, Sant Joan de Déu-Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
| | - Marta Raurell-Torredà
- Universidad de Barcelona, Barcelona, Spain
- Presidenta Sociedad Española de Enfermería Intensiva y Unidades Coronarias (SEEIUC), Madrid, Spain
- President Research Group GRISIMula (Grupo emergente 2017 SGR 531; Grupo en Recerca Enfermera en Simulación), Barcelona, Spain
| | - Irma Casas
- Universitat Autònoma de Barcelona, Barcelona, Spain
- Preventive Medicine Service, Hospital Germans Trias i Pujol, Badalona, Spain
- Research Group Innovation in Respiratory Infections and Tuberculosis Diagnosis (Group Consolidat 2017 SGR 494)
| | - Urbano Lorenzo-Seva
- Universitat Rovira I Virgili, Tarragona, Spain
- ResearcherID: Lorenzo-Seva, U.G-4228-2011
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Williams C, Moody L, Martinez D. Electronic medical record use in nurse education curricula: A systematic review. Teaching and Learning in Nursing 2021; 16:227-34. [DOI: 10.1016/j.teln.2021.02.007] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Maude P, Livesay K, Searby A, McCauley K. Identification of authentic assessment in nursing curricula: An integrative review. Nurse Educ Pract 2021; 52:103011. [PMID: 33845376 DOI: 10.1016/j.nepr.2021.103011] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2020] [Revised: 01/26/2021] [Accepted: 02/26/2021] [Indexed: 10/21/2022]
Abstract
This article aims to identify the application of authentic learning principles to the assessment of nursing students. An integrative review was undertaken using the Whittlemore and Knafl (2005) framework: identifying the problem/purpose, searching and evaluating the literature, data analysis and presentation or results. Primary searches were conducted using MeSH terms identified as key words across four search data bases (PubMed, Cinahl, Scopus and ProQuest). Literature was identified using inclusion/exclusion criteria and critiqued. Three major themes emerged from the literature review: Clinical Practice, Self-Assessment and Simulation. Models of authentic learning exist that could guide the development of authentic learning assessment for students, however no identifiable tool for locating and mapping authentic assessment in nursing was found. This review challenges the contemporary belief that authentic assessment is to be found in nursing curricula and evidenced by clinical practice.
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Affiliation(s)
- Phil Maude
- Professor Rural Health Nursing (Mental Health), La Trobe School of Rural Health, Violet Marshman Centre for Rural Health, La Trobe University, Melbourne, Australia.
| | - Karen Livesay
- School of Health and Biomedical Sciences, RMIT University, Bundoora, Australia
| | - Adam Searby
- Deakin University, Institute for Health Transformation, School of Nursing & Midwifery, Geelong, Australia
| | - Kay McCauley
- School of Health Sciences, RMIT University, Bundoora, Australia
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Garvey L, Willetts G, Sadoughi N, Olasoji M. Undergraduate nursing students' experience of mental health simulation post-clinical placement: A Qualitative study. Int J Ment Health Nurs 2021; 30:93-101. [PMID: 33098155 DOI: 10.1111/inm.12801] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/25/2020] [Revised: 09/25/2020] [Accepted: 09/25/2020] [Indexed: 11/28/2022]
Abstract
In nursing, it is vital that educational techniques are developed to improve students' capabilities to communicate with and assess mental health consumers while on placement. Simulation is a valid learning technique used to prepare students to encounter consumers with mental illness before exposure in the clinical environment. The aim of this study was to explore undergraduate nursing students' experience mental health simulation following their mental health clinical placement. An explorative descriptive qualitative study. Participants were recruited from a metropolitan Melbourne university using purposive convenience sampling. The participants were interviewed after their mental health clinical placement using semi-structured interview format. A total of n = 14 participants were interviewed. Overall, the participants expressed the fact that the mental health simulation enhanced their clinical placement experience. Two themes were identified: 'The things I might see' and 'Felt better prepared'. There was a total of five subthemes: 'The link between…', 'Having the know how', 'Like an 8-hour shift', 'Took away the fear factor' and 'Feeling more confident'. It is important that nursing students entering mental health settings receive adequate preparation prior to the commencement of their placements. Students need to be prepared in the areas of building therapeutic relationships, communication, assessment and how to work within a mental health clinical setting. The mental health simulation enhanced students' confidence and better prepared them to undertake their clinical placement which can ultimately affect the care provided to consumers.
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Affiliation(s)
- Loretta Garvey
- Faculty of Health, Arts and Design, Swinburne University of Technology, Wantirna, VIC, Australia
| | - Georgina Willetts
- Faculty of Health, Arts and Design, Swinburne University of Technology, Wantirna, VIC, Australia
| | - Navideh Sadoughi
- Faculty of Health, Arts and Design, Swinburne University of Technology, Wantirna, VIC, Australia
| | - Michael Olasoji
- Faculty of Health, Arts and Design, Swinburne University of Technology, Wantirna, VIC, Australia
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Raurell-Torredà M, Llauradó-Serra M, Lamoglia-Puig M, Rifà-Ros R, Díaz-Agea JL, García-Mayor S, Romero-Collado A. Standardized language systems for the design of high-fidelity simulation scenarios: A Delphi study. Nurse Educ Today 2020; 86:104319. [PMID: 31926382 DOI: 10.1016/j.nedt.2019.104319] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2019] [Revised: 10/10/2019] [Accepted: 12/18/2019] [Indexed: 06/10/2023]
Abstract
PURPOSE This study aimed to identify which of the standardised Nursing Interventions Classification (NIC) activities should be used in the design of clinical cases with high fidelity simulation for educational preparation of undergraduate nursing students in non-technical skills. DESIGN AND METHODS A three-round Delphi study was carried out: the first round with taxonomy experts, the second round with academic and clinical lecturers with limited experience in the simulation-based learning methodology, and the third round with academic and clinical lecturers having at least two years of simulation experience. The NIC interventions were grouped into two levels of competence in accordance with the undergraduate nursing degree curriculum (1st- and 2nd-year students, the "novice" level; 3rd- and 4th-year students, the "advanced" level). The NIC allows the description of nurse student competencies in multiple clinical scenarios and throughout various contexts: theory, clinical practice and simulation. FINDINGS The experts identified 163 interventions in 8 areas as relevant and feasible, selecting 42 for the "novice" students, in Nursing Fundamentals (13) and Adult Nursing Care 1 (29), and 97 for the "advanced" students: Maternity Care and Child Health Nursing (18), Mental Health (13), Nursing Care of Older People (12), Community Health Nursing (20) and Adult Nursing Care 2 (34). In addition, 24 interventions were identified as cross-cutting, with training to be provided across all four years of the degree. CONCLUSION A total of 163 interventions of the NIC list were selected by experts as being both relevant and feasible to nursing undergraduate education. This creates the favourable framework to design high-fidelity scenarios for the training of non-technical skills according to the competences required and in line with the health care reality. Therefore, enabling an optimal combination of theoretical education by academic lecturers with practical training by clinical lecturers and staff nurses.
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Affiliation(s)
| | - M Llauradó-Serra
- Department of Nursing, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Spain.
| | - M Lamoglia-Puig
- Blanquerna School of Health Sciences, Ramon Llull University, Spain.
| | - R Rifà-Ros
- Blanquerna School of Health Sciences, Ramon Llull University, Spain.
| | - J L Díaz-Agea
- Faculty of Nursing, Catholic University of Murcia, Spain.
| | - S García-Mayor
- Department of Nursing, Faculty of Health Sciences, University of Málaga, Spain
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Connor K. Student perceptions of knowledge development and consolidation in a clinical community of practice. Nurse Educ Pract 2019; 39:90-5. [PMID: 31445434 DOI: 10.1016/j.nepr.2019.08.012] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2018] [Revised: 08/06/2019] [Accepted: 08/19/2019] [Indexed: 11/20/2022]
Abstract
The undergraduate nursing degree in the UK comprises both theoretical and practical elements with the practical component being a large and important aspect. Within the clinical environment students learn to become a nurse by gaining membership of a community of practice and learning the technicalities of nursing. As the future of health and social care looks set to see unprecedented changes, contemporary nursing practice will demand that nurse graduates are equipped with advanced knowledge and skills. By doing so, graduate nurses will go on to provide high quality care within this changing context. The aim of the research was to explore student nurse perceptions of knowledge development and consolidation in a clinical practice environment by utilising a community of practice theoretical framework to question whether the clinical community of practice prepares student nurses for contemporary nursing practice. Four themes emerged from the research: establishing a place in the community, shaping identity, initiating learning opportunities, preparation for future practice. The findings suggest that the clinical community of practice provides an opportunity for students to both learn the technicalities of nursing and develop their professional identity. However, whilst the learning environment may be functional in maintaining current practice, it may not facilitate the learning required for contemporary nursing practice.
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